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Date: 9/20/19
Time: 45 minutes
Subject: Reading
CC.1.R.L.5 Craft and Structure: Explain major The students will be able to list attributes of two
differences between books that tell stories and different types of text as they compare and
books that give information, drawing on a wide contrast each type of text.
reading of a range of text types.
Academic Language:
● Similarities: As you look at two or more different things you look for things that are the same.
● Differences: As you look at two or more different things you look out for things that are different.
Pre-Assessment: As we work on the introduction of the lesson, I will informally assess what the students
already know about the topic as we look at the two different books.
Assessments: I will use a rubric to score the Venn diagram in which the students will list the attributes of
two different types of text as they compare and contrast each type of text.
Procedures
Adaptations for students with special needs: Students with IEPs for reading and those who are not yet
at a fluent reading level will benefit from me explicitly explaining how to perform the activities along
with the visual representation of the activity. They can also receive extended time to perform their tasks. I
will also provide my help to individually try to help the few that are not quite there yet. I will pair my IEP
students with stronger readers and writers in order to help them succeed in the lesson. Those who are
more skilled will benefit from helping these students by providing their knowledge and slowing down
their pace by helping those who are less skilled.
Lesson plan 2
Date: 9/21/19
Time: 45 minutes
Subject: Reading
Grouping:
Title of Lesson: Lesson 2: Text Purpose
Central Focus: The students will read and comprehend informational texts.
CC.1.R.L.5 Craft and Structure: Explain major The students will be able to differentiate between
differences between books that tell stories and literary text and informational text.
books that give information, drawing on a wide
reading of a range of text types.
Academic Language:
● Informational Text: A type of book that gives us facts about a topic.
● Literary text: A type of book that tell us a story for entertainment.
Pre-Assessment: As we work on the introduction of the lesson I will informally assess what the students
already know about the topic as we look at it and differentiate between literary and informational text.
Assessments: I will use a checklist to note whether the students were able to differentiate between a
literary text and informational text.
Procedures
● We have read various genres of books. In ● The students will recall information that
our previous lesson we read two different was previously learned in order to build
types of books and we looked at on the knowledge they have already
similarities and differences in each book. acquired.
● We will use the books we read previously
to discuss what we have learned so far.
○ Can you think of any of the
similarities we found in the
books?
○ Can you think of any of the
differences we found in the
books?
○ What kind of information did we ● The students will have the chance to do
get from each of the books? some turn and talk with a partner. This
● Partner share: I will have the students turn will help the students be exposed to a
and talk to someone that is sitting next to variety of ideas and two people
them and share what they remember about collaborate on what they remember.
the types of books we have been reading ● The students will get to share their
about. findings with the whole class.
● Share with the whole class: I will have the
students share the ideas they came up with
as they talked to their partner
● The students will learn new academic
language which will help them better
● Next, I will introduce the academic understand the lesson and build
language we will focus on as we do this background knowledge on the topic.
lesson.
○ Informational text: a type of
book that gives us facts about a
topic. ● The students will find out what today's
○ Literary text: a type of book that goal is for the lesson.
tell us a story for entertainment.
● Finally, I will explain that today we will While I am teaching the concept:
be looking at the different types of books ● The students will refer to previous work
and learn more about the differences and to build on knowledge from previous
similarities. lessons to this lesson.
● The students will recall information
Teaching of the Concept: gathered about literary text.
● The students will recall information that
● I will ask the students to use the Venn was gathered about informational text.
diagram we created together as a reference ● The students will learn to fill in the
to what we have learned. I will ask them Identifying Informational text Activity
to tell me what characteristics describe a sheet.
literary text.
○ If a literary text tells us stories for
entertainment, then what
characteristics can you share from
your Venn diagram that might
match?
Closure:
Each group will present their findings using the
Identifying Informational and Literary Text
Activity Sheet.
Instructional Resources and Materials:
● Books:
○ Giraffes Can't Dance by: Giles Andreae
○ Giraffes by Kate Riggs
● Venn Diagram from lesson 1
● Various text types about 30 books
○ Topics include:
■ Plants
■ Rainforest
■ Sharks
● Identifying Informational and Literary Text Activity Sheet
Lesson plan 3
Date: 9/22/19
Time: 45 minutes
Subject: Reading
Grouping:
Title of Lesson: Lesson 3: Text Features
Central Focus: The students will read and comprehend informational texts.
CC.1.R.L.5 Craft and Structure: Explain major The students will be able to identify text features
differences between books that tell stories and in an informational book.
books that give information, drawing on a wide
reading of a range of text types.
Academic Language:
● Title: Tells you what the book is about.
● Table of contents: Tells what is in the book and the page it is on.
● Headings: Tell us what we are going to read about.
● Captions: Tell us about the picture.
● Labels: Tell us about a part of the picture.
● Diagram: Tells what something is and names its parts.
● Photographs: Are real so you know what things really look like.
● Glossary: Tells us what words mean.
Assessments: I will use a checklist to assess whether the students were able to identify text features in an
informational book or not.
Procedures
● The students will work in partners to do ● The students will learn from each other by
their own informational book walk and listening to one another's responses.
talk about each one and what purpose it ● The students will help create a visual that
serves. will help learn the lessons target.
● Each child will complete a text feature ● The students will have hands-on
matching activity. opportunity to interact with an
informational text in order to better
Closure: understand the lessons goal.
● The students will compare answers with a
partner and talk about their answers with
one another.
Adaptations for students with special needs: Students with IEPs for reading and those who are not yet
at a fluent reading level will benefit from me explicitly explaining how to perform the activities along
with the visual representation of the activity. They can also receive extended time to perform their tasks. I
will also provide my help to individually try to help the few that are not quite there yet. I will pair my IEP
students with stronger readers and writers in order to help them succeed in the lesson. Those who are
more skilled will benefit from helping these students by providing their knowledge and slowing down
their pace by helping those who are less skilled.
Lesson plan 4
Date: 9/22/19
Time: 45 minutes
Subject: Reading
Grouping: Whole group, Partner, and individual.
Title of Lesson: Lesson 3: Read and gather information from an informational text
Central Focus: The students will read and comprehend informational texts.
CC.1.R.L.5 Craft and Structure: Explain major The students will be able to read an informational
differences between books that tell stories and text and write about it.
books that give information, drawing on a wide
reading of a range of text types.
Academic Language:
● Main idea: The big idea or the most important message in a piece of text. It is what the author is
trying to tell his readers through his words.
● Supporting Details: Give additional information that explains, defines or proves the Main idea.
Assessments: I will use a rubric to identify up to what degree have the students been able to read a
non-fiction book and write about it.
Procedures
● Quick review of past lessons: ● The students will recall skills that have
○ In the past few days we have been learned in the past lessons.
compared books and learned the ● The students will learn what today's goal
difference between informational is.
text and literary text. ● The students will learn supporting
○ We have learned about text academic language.
features and what is the purpose
of each one.
Learning Activity - what it is and what I will Application of the Learning Task:
do:
● The students are explicitly taught how to
● Each child will work with a partner to read and understand an informational text.
read an Informational book ● The students will learn from each other
● Next, they will each complete a book by listening to one another's responses.
summary where they will write down the ● The students will have hands-on
main idea of the book and three opportunity to interact with an
supporting details that help confirm that informational text in order to find the
the main idea is. main idea and supporting details.
Closure:
● The students will share their findings.
Adaptations for students with special needs: Students with IEPs for reading and those who are not yet
at a fluent reading level will benefit from me explicitly explaining how to perform the activities along
with the visual representation of the activity. They can also receive extended time to perform their tasks. I
will also provide my help to individually try to help the few that are not quite there yet. I will pair my IEP
students with stronger readers and writers in order to help them succeed in the lesson. Those who are
more skilled will benefit from helping these students by providing their knowledge and slowing down
their pace by helping those who are less skilled.